My purpose with this presentation is to see and understand the Web 2.0 as an educational tool that allows the public development of individuals. Is under this context, and leaving behind an educational tradition based in contents, that we can find several digital applications under a big phenomenon called Web 2.0. Most of these tools, emphasis on relationships, as they were actual devices of intersubjects's nodes. My argument is that under an educational perspective, we must approach the Web 2.0 as a relationship device. This would allow not just the users of Web 2.0 to be the beneficiaries of a public development, but also their closer circle of influence.
Conference: Towards a Social Science of Web 2.0
Education for public individuals : The possibilities of Web 2.0
Has public education something to do with the public development of individuals ?
Education State Educational. Corporations Official. Politics
The ongoing process where the state took control of the education had some resistance, but they were not capable to decline it. As Narodowski and Báez say, finally “it produces the juxtaposition of the public with the state’s matters”. (2006, Narodowski and Báez, p. 35). Public.Education State Educational. Corporations Official. Politics Education
“ The Cartesian cogito is based on a rational operation which excludes perceptions, among others things. The way to know reality is based on a reduction: to leave behind every thing that can induce us to deceit or uncertainty; this, in a long term, will allow us to find the truth”. (2006, M. Peña, p.18). reason Reality subject
Is a Education Public.Sphere Governability State curriculum books Education content relationships identity Government Solidarity Education Public.Sphere Governability State curriculum books Education content relationships identity Government Solidarity Education Public.Matter? Governability State curriculum books Education content relationships identity Government Solidarity
“ The object of government is not first and foremost the maintenance of capitalist exploitation, and its essential subjects are not contesting social classes. On the contrary, ‘population’ has come to be ‘the ultimate end of government: because fundamentally, what else could it be?’. At the same time, ‘population comes to be a subject, as well as an object of government’” (Online document, Foucault quoted by Curtis). Nation Government
“ Consequently, public policies treated population’s movements like “vulnerable groups”: In this act, the state not only reconfigure them, but depoliticized them, it persuade them with the need of order and technical criteria to solve social problems”. (Garcés and Valdés, 1999, p. 26).
i d e n t i t i e s disclose “ For Arendt the reactivation of citizenship in the modern world depends upon both the recovery of a common, shared world and the creation of numerous spaces of appearance in which individuals can disclose their identities and establish relations of reciprocity and solidarity”. (Philosophic Encyclopedia of Standford University)
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“ As Brunner points out (2000), in the educational context this has several consequences. On one hand, acquiring of knowledge is not anymore a stable and slow process, reaching out an unimaginable new dynamic. Therefore, the educational building is not the only space where young people can acquire knowledge. On the other hand, there is recent inquiry about the traditional professor’s role and writing text, because they are not the exclusive supports of the educational system. In fact, there are people whose have doubts if classrooms still are being a key space for socialization and learning”. ( PNUD Chile, 2006, p. 138).
“ Learning about implies a passive consumption of knowledge in the form of facts. Learning to be implies the application of knowledge in the development of skills that allows us to fulfill a particular (professional or non-professional) role in society. But to highlight the fact that being is not static, I’m using learning as becoming to signify an ongoing process. Learning, as constant becoming, is the work of nomads…”. (Online document, Mejías, 2005). Learning.to.be
“ Most of this involves some involvement with other people either through conversation or by engaging with the ways other people have put their thoughts into media. Learning, from this perspective, is a process of rich and diverse encounters and experiences; it suggests that "it takes a village to educate a child" (Online document, Lemke quoted by Owen et al). Be.among.others Learning.to.be Individualization Identity
Web2.0 of Education Public Governability State curriculum books development content relationships identity books the Can Governability curriculum books Education content relationships help Government Solidarity Education Individuals? Governability State curriculum books Education content relationships identity Government Solidarity
“ What this means is that if we are to build networks of value, then each person on the network needs to find value for themselves before they can contribute value to the network. In the case of Del.icio.us, people find value saving their personal bookmarks first and foremost. All other usage is secondary”. (Online document, Porter, 2006). primary secondary resources subject tag
“ El sujeto no es un propagandista de sí mismo; por el contrario, todo sujeto oscila entre la reconstrucción del entorno y la relación consigo mismo. Lo que indica que nunca está encerrado en sí mismo y tampoco se identifica nunca con una obra de transformación en su entorno”. (2006, Touraine, p. 178). resources subject tag
“ If a taxonomy is defined but no one adheres to it, can it be said to exist? Folksonomies, on the other hand, do not require consensus as much as they measure the consensus already established around the use of certain words. In other words, folksonomies assume consensus without involving humans in the process”. (Online document, Mejías, 2005). resources subject My Own Tag